優(yōu)高考高中英語(yǔ)：閱讀理解熱點(diǎn)話題-網(wǎng)課與網(wǎng)絡(luò)學(xué)習(xí)

高考高中英語(yǔ)：閱讀理解熱點(diǎn)話題-網(wǎng)課與網(wǎng)絡(luò)學(xué)習(xí)Passage1（2021·安徽安慶·二模）Onlineeducationhasgrownfastoverthepasttenyears.Theexplosionoftechnologyhasmadeteachingoutsidethetraditionalclassroompossibleforteachersandhasprovidedlearnerswitheasyaccesstocoursematerials.Itsattractiveness,benefits,andchallengesareaddressed.InApril,2005,Iwasapproachedbyastudentwhowasinterestedinourdoctoralprogram.However,thefirstquestionoutofhermouthwas,“Doyouofferanyonlinecourses?”Laterthatday,asIwasreadingtheconferenceprogramguidetryingforinterestingpresentations,Inoticedmanyworkshopsonweb-basedlearningandonlineeducation.Ilaterattendedtwoofthoseworkshopsandmetseveralprofessorsfromdifferentuniversitieswhohadeithertaughtonlinecoursesforquitesometimeorwhowerediscoveringthebestpracticeforteachingonline.Theseexperienceshelpedmerealizeatleasttosomeextentthedegreeofgrowthinonlineeducation.Myresponsibilitiesforthetermincludedgainingmoreunderstandingofonlineeducation.Consequently,Imadeseveralattemptstoenrichmyknowledgeofdistancelearningandonlineteaching.Iconsultedwithmycolleagueswhowereteachingonlinecourses.Thishelpedmerecognizetheimportanceofgettingmaterialspreparedevenbeforethestartofaterm.Ialsolearnedthatonlinecoursesmayconsumemoretimethanregularclassroomteaching.AndIattendedseveralworkshopsregardingonlineeducationandestablishedanetworkwiththosewhowereinvolvedinonlineprogramsatotheruniversities.IwillconsiderthesepeopleasmyconsultantsasIbegintodesignmyownonlinecourse.Also,Iconductedabriefsurveywith15studentsandtwofacultymemberswhohadtakenortaughtanonlinecoursebeforetounderstandtheirexperience.EventuallyIcompletedaliteraturereviewwhichgavemethefoundationandthebackgroundofunderstandingtheneedforonlineeducation.1．Whatbenefitsthedevelopmentofonlineeducation?A．Teachers’goodteachingability.B．Lackoftraditionalclassrooms.C．Learners’accesstofreecourses.D．Therapidadvanceoftechnology.2．Whydidtheauthortakeastudentforexample?A．Toshowstudents’loveforthedoctoralprogram.B．Topersuadelearnersoftraditionaleducation.C．Toexplainthegrowingtrendofonlineeducation.D．Topredictthefutureoftheteachingcareer.3．Whatcausedtheauthortoknowmoreaboutonlineeducation?A．Theappetiteforknowledge.B．Theprofessionalresponsibilities.C．Therequirementofresearch.D．Thecolleagues’encouragement.4．Whatistheauthor’sattitudetoonlineeducation?A．Carefree.B．Doubtful.C．Supportive.D．Unwilling.Passage2（2021·上海·模擬預(yù)測(cè)）Universityeducatorslargelythinkhighlyofthewondersofteachingthroughtechnology,butskepticsquestionwhethersomethingislostwhenprofessorsandlecturesrelytooheavilyonelectronicmediaorwheninteractionwithstudentstakesplaceremotely—incyberspaceratherthantherealspaceoftheclassroom.HansUlrichGumbrecht,theProfessorofLiteratureatStanfordUniversity,isonesuchskeptic.“Ithinkthisenthusiasticandsometimeschildishandblindpushingtowardthemoretechnologythebetter,themorewebsitesthebetterteacher,andsoforth,isverydangerous—is,indeed,suicidal,”heindicates.However,Gumbrechtwarnsthattherearefew,ifany,studieseithersupportingorrejectingthehypothesisthattraditionalwaysofteachingaresuperiortoteachingviatheInternet.Hesaysthathecouldpointonlytohis“intuitionthatrealclassroompresenceshouldbemaintained,”andemphasizestheneedforeducatorstoexaminecriticallywheretechnologyservesausefulpedagogical(教學(xué)法的)functionandwhereitdoesnot.Yet,Gumbrechtallowsthat,forcoursesinwhichknowledgetransmissionisthesolepurpose,electronicmediaprobablycandothejobwellenough.Indeed,giventhe20thcentury’sknowledgeexplosionandtheincreasingcostsofhighereducation,usingtechnologyasopposedtoreal-lifeteachersforthetransmissionofinformationisprobablyinevitable,headmits.Inanycase,knowledgetransmissionshouldnotbethecorefunctionoftheuniversity,hemaintains,notingthatuniversitiesshouldbeplaceswherepeopleconfrontopenquestions,placesfor“intellectualcomplexity”and“riskfulthinking”.“Wearenotaboutfindingortransmittingsolutions;wearenotaboutrecipes;wearenotaboutmakingintellectuallifeeasy.Confrontationwithcomplexityiswhatexpandsyourmind.Itissomethinglikeintellectualgymnastics.Andthisiswhatmakesyouasuitablememberofthesociety.”Moreover,discussionsinthephysicalpresenceofotherscanleadtotheintellectualinnovation.“There’saqualitativechange,andyoudon’tknowhowithappens.Discussionsinthephysicalpresencehavethecapacityofbeingthecatalyst(催化劑)forsuchintellectualbreakthroughs.Thepossibilityofin-classroomteaching—oflettingsomethinghappenwhichcannothappenifyouteachbythetransmissionofinformation—isastrength.”5．Whichofthefollowingisthebesttitletothispassage?A．CyberspaceInteractionB．TheCoreFunctionoftheUniversityC．InformationTransmissionCannotHelpYouSurviveD．ElectronicTeachingArousesUncertainty6．WhichofthefollowingmightProfessorGumberchtsupport?A．Professorsshouldbekeenonteachingtechniqueinnovation.B．Technologiesappliedtoclassroomsstrengthcreativethinking.C．Traditionalpedagogicalfunctionhasitsplaceinclassroom.D．Thecorefunctionoftheuniversityistofocusonknowledgetransmitting.7．Cyberspaceteachingcouldreplacereal-lifeteachersEXCEPTwhen________.A．transmittingknowledgeistheonlypurposeofthecourseB．there’stoomuchknowledgetoputacrosstothestudentsC．thecostofcollegeeducationincreasesgreatlyD．openquestionswithoutpossibleanswersareencouraged8．Accordingtothepassage,discussioninthephysicalpresenceofotherscan________.A．leadtogreatlyimprovedintellectualabilitiesB．leadtoeasierandstrongertransmissionofinformationC．producecertainenergyforintellectualbreakthroughsD．producequalitativechangeinteacher-studentsrelationshipsPassage3（2021·遼寧鐵嶺·一模）CornellPrecollegeSummerPrograms2021：UpdatesAtthistime,CornellUniversityPrecollegeStudiesplanstoofferonlineandin-person,on-campuscoursesforhighschoolstudentsduringsummer2021.Courseswillbeheldduringthefollowingsessions:Three-weekSession1(June1-June17,2021)：OnlinecoursesonlyThree-weekSession2(June21-July9,2021)：Onlineandon-campuscoursesThree-weekSession3(July12-July30,2021)：Onlineandon-campuscoursesSix-weekSession(June21-August3,2021)：Onlineandon-campuscoursesForupdatesForthelatestupdates,joinouremaillistandvisitusonFacebook,Twitter,andInstagram.Inaddition,pleasevisitthe

Cornellcoronavirus

websiteregularlyforuniversityupdates,information,andresourcesforstudents.Precollegeon-campussummercoursesandCOVID-19Intheevent,ifwearenotabletoofferin-person,on-campuscoursesduetoCOVID-19restrictions,asmanycoursesaspossiblewillbeconverted（改變)toonlineofferingsandyou'llhavethefollowingoptions:1.Ifyouron-campuscourseisconvertedtoanonlinecourse,youmayautomaticallyregisterforitatareducedchargethatreflectsonlyacademic(percredit),notresidential,fees.2.Ifyouprefer,orifyouron-campuscourseisnotconvertedtoanonlineoffering,youmayselectacoursefromthelistofpreviouslyscheduledonlinecourses.3.Youmaycontactustowithdrawandrequestafullrefund(退款)，minustheapplicationfee.Whileweknowthereisnoreplacementforouron-campus,residentialexperience,thegoodnewsisthatallonlinecoursesareregularCornellclassesthatgiveyouachancetostudywithCornellfaculty(學(xué)院)，workalongsideundergraduates,earncollegecredits,andgetaheadstartonpreparingforcollegeapplications.9．IfyouareonlyavailableinJune,whichsessioncanyouchoose?A．Three-weekSession1.B．Three-weekSession2.C．Three-weekSession3.D．Six-weekSession.10．IfthecoursesyouchooseareconvertedtoonlinecoursesbecauseofCOVID-19,you_________.A．getadiscountonresidentialfees.B．canhavechoicesofothercourses.C．canquitthecourseswithoutanylosses.D．havetoacceptowingtorestrictions.11．Whichofthefollowingistrueabouton-linecourses?A．Youwillreceivebettereducation.B．YoucanlearnwithCornellstudents.C．Youcanknowmoreaboutthecampus.D．Youwillgetguidanceoncollegeapplications.Passage4（2021·廣東羅湖·高三月考）AccordingtoasurveypublishedbytheAmericanInstitutesforResearchlastyear,atotalof57collegeswereoperatingsomeformofCBEprogramsandabout85percentofallthehighereducationofficialssaidtheywereeitherdesigningaCBEprogramattheirschoolorwereconsideringdoingso.StudentsinaCBEprogramchooseacentralfieldofstudy,justastheywouldatatraditionalcollegeoruniversity.Yetinsteadofattendingaseriesofclassesledbyprofessorsorteachingassistantsatschools,thestudentsstudyonlineanddirectthemselves.CBEprogramsrequirestudentstoshowtheirunderstandingofagivensetofsillsStudentsmustprovetheirmasteryofskillsthatrelatetotheirfieldofchoicebytakingrelatedexams.Oncetheyhavemetalltherequirementsoftheirstudyprograms,thestudentswillgettheirdegrees.CBEprogramshavemadeuseofmanynewtechnologies,especiallyinternetandonlinemedia.Thishelpsreducebarriersfornontraditionalandotherstudentsbybringinghighereducationtothem.Andprogramsthatpermitstudentstoworkattheirownspeedmaysavestudents'moneybyreducingthetimeittakesforthemtoearnadegree.ButsomeeducatorshaveconcernsaboutthevalueoftheeducationthatCBEprogramsoffer.JohannNeematWesternWashingtonUniversityarguesthatthepurposeofhighereducationisnotsimplytohelpstudentsmastercertainskills.Itshouldteachstudentshowtothinkcritically(批判性地)understandthesubjectstheyarestudyingmoredeeplyandseehowtheyareconnectedtoothersubjects.Onlythatwaycantheyputtheknowledgetobetteruse.Hesaid,“Youneedtoexplore,think..getshaken,haveaconversationandstruggle.Andthosethingstaketime.”InsteadofsupportingCBE,headds,policymakersandeducatorsshouldlookforwaystoimproveaccessandreducecostsfortraditionalhighereducation.12．HowareCBEprogramsdifferentfromtraditionalcollegeeducation?A．Theyrequirestudentstochoosetheirsubjects.B．Theyoffershortercurriculaandarelessexpensive.C．Theyheavilyrelyontheinformationtechnologies.D．Theyallowstudentstotakeeasierexaminations.13．WhatcanwelearnfromJohannNeem'swords?A．Freeaccesstotraditionaleducationshouldbeprovided.B．Highereducationjustfocusesoncriticalthinkingskills.C．Studentsshouldspendlongertimecompletingthedegreecourses.D．Collegestudentsshouldbechallengedtoexplorearoundtheirsubjects.14．HowdoesJohannNeem'sattitudetowardCBEprograms?A．Supportive.B．Disapproving.C．Sympathetic.D．Uncaring.15．Whatistheauthor'spurposeinwritingthetext?A．Topresspolicy-makerstoprovidemoreaffordableeducation.B．Toshowthedisadvantagesofthetraditionalcollegeeducation.C．Tointroduceanewcontroversialtrendinthehighereducation.D．ToencourageeducatorstoimprovethequalityofCBEprograms.Passage5（2021·甘肅·張掖市第二中學(xué)高三月考）WelcometotheElectronicVillagetoexplorenewwaysoflanguageteachingandlearning.ElectronicVillageProgram(Thursday,June18,2015)Nearpod

9:00amto10:00am

Room501Nearpodisasoftwareprogramthatcreatesarichcontextforstudentstolearnvocabulary.Thepresenterwillshowhowtouseit.TEO

2:00pmto3:00pm

Room502Ourstudentscomefromdifferentbackgroundsbuthavethesamedesiretolearnon-line.Thepresenterwilluseexamplesfromhisfirston-lineclasstoexplainhowanyteachercanbeginteachingon-linewithTEO.Kahoot

10:30amto11:00am

Room601Kahootsoftwarecanbeusedtocreategrammartestswhichcanbegradedonanetwork.Itcanprovidestudentswithinstantfeedback(反饋),includingreportsabouttheirstrengthsandweaknesses.Prezi

3:00pmto4:20pm

Room602UsesofPreziinlisteningandspeakingcoursesdrawstudents’attentiontospeakingmorefluently.ThepresenterwillshowhowstudentscanusePrezitoconfidentlypresentonallkindsoftopics,includingintroducingfamily,friends,andhobbies.16．WhatcanNearpodbeusedtodo?A．Offergrammartests.B．Teachlisteningon-line.C．Helpvocabularylearning.D．Gainfluencyinspeaking.17．Ifyouwanttoimproveyourspeakingskills,wherecanyougo?A．Room501.B．Room502.C．Room601.D．Room602.18．Whichofthefollowingcantestyourgrammarlearning?A．Nearpod.B．Kahoot.C．TEO.D．Prezi.Passage6（2021·湖南師大附中高三月考）ProfessorAshokGoelofGeorgiaTechdevelopedanartificiallyintelligentteachingrobot,Knowledge-BasedArtificialIntelligence,tohelphandletheenormousnumberofstudentquestionsintheonlineclass.ThisonlinecourseisacorerequirementofGeorgiaTech'sonlineMasterofScienceinComputerScienceprogram.ProfessorGoelalreadyhadeightteachingassistants,butthatwasn'tenoughtodealwiththeoverwhelmingnumberofdailyquestionsfromstudents.Manystudentsdropoutofonlinecoursesbecauseofthelackofteachingsupport.Whenstudentsfeelisolatedorconfusedandreachoutwithquestionsthatgounanswered,theirmotivationtocontinuebeginsto

taperoff.ProfessorGoeldecidedtodosomethingtoremedythissituationandhissolutionwastocreateavirtualassistantnamedJillWatson,whichisbasedontheIBMWatsonplatform.GoelandhisteamdevelopedseveralversionsofJillWatsonbeforereleasinghertotheonlineforums.Atfirst,thevirtualassistantwasn'ttoogreat.ButGoelandhisteamsourcedtheonlinediscussionforumtofindallthe40,000questionsthathadeverbeenaskedsincetheclasswaslaunched.ThentheybegantofeedJillwiththequestionsandanswers.Aftersomeadjustmentsandsufficienttime,Jillwasabletoanswerthestudents'questionscorrectly97%ofthetime.Thevirtualassistantbecamesoadvancedandrealisticthatthestudentsdidn’tknowshewasacomputer.Thestudents,whowerestudyingartificialintelligence,wereinteractingwiththevirtualassistantandcouldn'ttellitapartfromarealhumanbeing.Goeldidn’tinformthemaboutJill'strueidentityuntilApril26.Thestudentswereactuallyverypositiveabouttheexperience.ThegoalofProfessorGoel’svirtualassistantnextyearistotakeoveranswering40%ofallthequestionsposedbystudentsontheonlineforum.ThenameJillWatsonwill,ofcourse,changetosomethingelsenextsemester.ProfessorGoelhasamuchrosieroutlookonthefutureofartificialintelligencethan,say,ElonMusk,StephenHawking,BillGatesorSteveWozniak.19．WhatdowelearnaboutKnowledge-BasedArtificialIntelligence?A．Itisarobotthatcananswerstudents’questions.B．Itisacoursedesignedforstudentstolearnonline.C．Itisahigh-techdevicethatreformsteaching.D．Itisacomputerprogramthataidsstudentlearning.20．Whatdoestheunderlinedphrase“taperoff”inParagraph2referto?A．Growdramatically.B．Increasesharply.C．Decreasegradually.D．Declinerandomly.21．HowdidthestudentsfeelaboutJillWatson?A．Incapable.B．Useful.C．Incredible.D．Universal.22．What’sthemainideaofthetext?A．Arobotgivesanonlinecourse.B．ArtificialIntelligencewillreplacehumansinonlineclasses.C．Virtualassistantisgettingpopularoncampus.D．ProfessorGoelofGeorgiaTechappliesavirtualteachingassistant.Passage7（2021·遼寧·丹東市教師進(jìn)修學(xué)院高三期末）Often,highschoolstudentsdon’thaveawideselectionofcoursesfromwhichtheymaychoose.However,manyonlinehighschoolsofferacourselistthatincludesalmosteverythingfrombasicslikemathandsciencetoextraslikecomputerprogrammingandinstrumentlessons.Manyonlinehighschoolsalsoofferstudentsthechancetotakeadvancedclassesthatmaynotbeasreadilyavailableinsometraditionalschools.Anonlinehighschoolstudentdoesn’thavetogetupveryearlyinthemorningandrushouttoschool.Instead,hecangetareasonableamountofsleepandstarthisdayonhispreferredschedule.Whileonlineschoolsdohaveattendancerequirements,anonlineschoolcanbemoreflexible(靈活的).And,theonlinehighschoolstudentsdon’thavetoworryaboutwhattowearorwhattheirclassmateswillsayabouthowtheylookthatday.Anonlinehighschoolstudentneedn’tbeworriedaboutaclassthatismovingtooquicklyortooslowlyforhim.Likewise,hemaybeabletotakeadvantageofcourseofferingsthatsuithisownlearningstyle.Forexample,someonlinehighschoolsoffercourseworkthatmeetstheneedsofvisual(視覺的)orauditory(聽覺的)learnersinadditiontothosewhocanlearnfromtraditionalschools.Sinceonlinehighschoolstudentsdon’tneedtospendtimewaitingforclasstostartandtravelingtoandfromschool,theymayhavemoretimetofollowtheirhobbies.Forexample,ifastudentistrainingindancing,hemayhavemoretimetopractice.Ifanotherstudentislearningamusicalinstrument,hemayhavemoretimeforthataswell.Evenpart-timeworkandsocializingmayfitbetterintothelifeofastudenttakingadvantageoftheflexibilityofferedbyanonlineschool.23．What’sthedifferencebetweentraditionalhighschoolandonlinehighschool?A．Rangeofclassestolearn.B．Traditionofteaching.C．Waysofselectingcourses.D．Chancesoflearningbasics.24．Whatdoesanonlineschoolstudentneedtodo?A．Starthisdayearly.B．Attendclassaccordingtorules.C．Mindhisappearance.D．Haveatightschedulebasedoninterest.25．Howcananonlineschoolmeetstudents’needs?A．Byofferingcoursesofdifferentstyles.B．Bylistingtheexperimentresultsforremembering.C．Byslowingdowntheteachingpace.D．Byreducingthetimeofcoursework.26．What’sthebesttitleofthetext?A．TraditionalSchoolsorOnlineSchoolsB．StrengthsofTraditionalSchoolsC．ImportanceofOnlineSchoolsD．FlexibilityofOnlineSchoolsPassage8（2021·浙江舟山·高二期末）APROFESSORatLoyolaUniversityNewOrleanstaughthisfirstonlineclassfromhiscourtyard,wearingabathrobe(浴袍).ThetroublecausedbytheCOVID-19pandemichasdrawnvariousresponsesatcollegesstrugglingtocontinueteaching.Thisiswidelybeingreferredtoas“onlinehighereducation.”Thereareevenpredictionsthatitwillleadtoapermanentdeparturefromrealcampusestovirtualclassrooms.However,allindicationssuggestthatitprobablywon’t.Realonlineeducationletsstudentsmoveattheirownpace.Additionally,developingarealonlinecoursecanconsumeasmuchasayear.“Thatisnotwhatishappeningrightnow,”saidVijayGovindarajan,aprofessoratDartmouth’sTuckSchoolofBusiness.“WhatishappeningnowiswehadeightdaystoputeverythingwedoinclassontoZoom.”Whatstudentsaremistakingnowforonlineeducation—longclassmeetingsinvideoconferencerooms,professorsintheirbathrobes,DIYteachingtools—appearstobemakingthemlessopentoit.Inasurveyof14,000collegestudentsinearlyApril,67percentsaidtheydidn’tfindonlineclassesaseffectiveasin-personones.Amonghighschoolseniors,fewerthanoneintenthoughttheywouldconsideronlinecollegeclasses.Theseopinionssuggestthatthereislittlelikelihoodthatstudentswillcompletelyabandontheirreal-worldcampusesforcyberspace.Studentswhowantclassesbestprovidedfacetoface,suchasthoseintheperformingartsorthosewhichrequirelabwork,willmostlikelycontinuetotakethemthatway.Therewillbesomeimportantlastinginfluences,though.Studentsareexperiencingaflexibletypeoflearningtheymaynotlikeasundergraduates.Thetrendmaynottransformhighereducation,butitislikelytopromotethecombinationoftechnologyintoit.“Let’stakeadvantageofthismomenttostartalargerconversationaboutthewholedesignofhighereducation,”saidDr.Govindarajan.“Wehadbetternotlosethisopportunity.”27．Accordingtothearticle,thosewhostudy______willbemorelikelytotakeonlineclassesincollege.A．musicaldramaB．a(chǎn)ppliedphysicsC．chemicalengineeringD．computerscience28．Fromthearticle,thelong-termgoalofonlineeducationisto______.A．getridofthereal-worldcampusesB．lowerthecostofdevelopingbigcoursesC．usedigitaltechnologiestosatisfystudents’learningneedsD．providemorestudentswithaccesstocoursesofhighquality29．Wecanlearnfromthearticlethat______.A．itiseasyformostuniversityprofessorstoteachonlineB．Dr.GovindarajanwaspositiveabouttheoutlookforonlineeducationC．onlineclassesworkedbetteramonghighschoolersthanamongundergraduatesD．a(chǎn)flexibletypeoflearningismoresuitableforthosewhostudywhileworkingfull-time參考答案1．D2．D3．A4．C【分析】這是一篇記敘文。文章講述了作者與在線教育的故事。1．細(xì)節(jié)理解題。由第一段中的“Theexplosionoftechnologyhasmadeteachingoutsidethetraditionalclassroompossibleforteachersandhasprovidedlearnerswitheasyaccesstocoursematerials.”（技術(shù)的爆炸使得傳統(tǒng)課堂之外的教學(xué)成為可能，并為學(xué)習(xí)者提供了容易獲得課程材料的機(jī)會(huì)。），可知是技術(shù)的發(fā)展對(duì)于在線教育有益處，故選D項(xiàng)。2．推理判斷題。由第二段中的“InApril,2005,Iwasapproachedbyastudentwhowasinterestedinourdoctoralprogram.However,thefirstquestionoutofhermouthwas,“Doyouofferanyonlinecourses?””（2005年4月，一位對(duì)我們的博士課程感興趣的學(xué)生找到我。然而，她嘴里的第一個(gè)問題是，“你有沒有提供在線課程？”），“Theseexperienceshelpedmerealizeatleasttosomeextentthedegreeofgrowthinonlineeducation.”（這些經(jīng)歷至少在一定程度上幫助我認(rèn)識(shí)到了在線教育的增長(zhǎng)程度。）和第二段關(guān)于在線教育在教師中的流行，可知作者以一個(gè)學(xué)生為例是想表明他開始接觸到了在線教育，這些經(jīng)歷幫助他認(rèn)識(shí)在線教育已經(jīng)成為教育大勢(shì)，可得出提及學(xué)生是為了預(yù)測(cè)未來(lái)的（在線教育）教學(xué)生涯。故選D項(xiàng)。3．推理判斷題。由第三段中的“Myresponsibilitiesforthetermincludedgainingmoreunderstandingofonlineeducation.Consequently,Imadeseveralattemptstoenrichmyknowledgeofdistancelearningandonlineteaching.Iconsultedwithmycolleagueswhowereteachingonlinecourses.Thishelpedmerecognizetheimportanceofgettingmaterialspreparedevenbeforethestartofaterm.Ialsolearnedthatonlinecoursesmayconsumemoretimethanregularclassroomteaching.AndIattendedseveralworkshopsregardingonlineeducationandestablishedanetworkwiththosewhowereinvolvedinonlineprogramsatotheruniversities.”（這學(xué)期我的職責(zé)包括更多地了解在線教育。因此，我嘗試了幾次豐富我的遠(yuǎn)程學(xué)習(xí)和在線教學(xué)知識(shí)。我咨詢了在網(wǎng)上授課的同事。這有助于我認(rèn)識(shí)到，在學(xué)期開始前就準(zhǔn)備材料的重要性。我還了解到，在線課程比常規(guī)課堂教學(xué)消耗的時(shí)間要多。我還參加了幾次關(guān)于在線教育的講習(xí)班，并與其他大學(xué)參與在線課程的人建立了一個(gè)網(wǎng)絡(luò)。），可知作者認(rèn)為他需要更多地了解在線教育，即對(duì)在線教育進(jìn)行求知，因此他嘗試遠(yuǎn)程學(xué)習(xí)和在線教學(xué)知識(shí)、咨詢?cè)诰W(wǎng)上授課的同事和參加幾次關(guān)于在線教育的講習(xí)班，這都是因?qū)υ诰€教育知識(shí)的渴望才會(huì)有的行為。故選A項(xiàng)。4．推理判斷題。由第三段中的“IwillconsiderthesepeopleasmyconsultantsasIbegintodesignmyownonlinecourse.”（我將把這些人當(dāng)作我的顧問，因?yàn)槲议_始設(shè)計(jì)自己的在線課程。）和“EventuallyIcompletedaliteraturereviewwhichgavemethefoundationandthebackgroundofunderstandingtheneedforonlineeducation.”（最后，我完成了一個(gè)文獻(xiàn)綜述，它給了我理解在線教育需求的基礎(chǔ)和背景。），可知作者要設(shè)計(jì)自己的在線課程，還完成了一個(gè)有關(guān)在線教育需求的基礎(chǔ)和背景的文獻(xiàn)綜述，說(shuō)明作者是接受在線教育，可得出作者對(duì)在線教育的態(tài)度是支持的（Supportive）。故選C項(xiàng)。5．D6．C7．D8．C【分析】本文是說(shuō)明文。短文介紹了網(wǎng)絡(luò)教學(xué)引起了質(zhì)疑。5．主旨大意題。根據(jù)文章開頭“Universityeducatorslargelythinkhighlyofthewondersofteachingthroughtechnology,butskepticsquestionwhethersomethingislostwhenprofessorsandlecturesrelytooheavilyonelectronicmediaorwheninteractionwithstudentstakesplaceremotely—incyberspaceratherthantherealspaceoftheclassroom.（大學(xué)的教育者們高度評(píng)價(jià)通過(guò)科技所帶來(lái)的教學(xué)奇跡，但是有懷疑者提出質(zhì)疑，當(dāng)教授和講課過(guò)度依賴電子媒體，或者和學(xué)生的互動(dòng)是通過(guò)網(wǎng)絡(luò)而不是真實(shí)的教室空間遠(yuǎn)距離發(fā)生時(shí)，是否失去了某些東西。）”以及文章結(jié)尾“Thepossibilityofin-classroomteaching—oflettingsomethinghappenwhichcannothappenifyouteachbythetransmissionofinformation—isastrength.”（通過(guò)信息傳遞，在教學(xué)中不可能發(fā)生的事情，教室內(nèi)教學(xué)可能讓它發(fā)生，這是教室內(nèi)教學(xué)的優(yōu)勢(shì)。）”可知網(wǎng)絡(luò)教學(xué)引起了質(zhì)疑。故選D項(xiàng)。6．推理判斷題。根據(jù)第二段“However,Gumbrechtwarnsthattherearefew,ifany,studieseithersupportingorrejectingthehypothesisthattraditionalwaysofteachingaresuperiortoteachingviatheInternet.Hesaysthathecouldpointonlytohis“intuitionthatrealclassroompresenceshouldbemaintained,”andemphasizestheneedforeducatorstoexaminecriticallywheretechnologyservesausefulpedagogical(教學(xué)法的)functionandwhereitdoesnot.（然而，Gumbrecht警告說(shuō)，很少有(如果有的話)研究支持或反對(duì)傳統(tǒng)教學(xué)方式優(yōu)于互聯(lián)網(wǎng)教學(xué)的假設(shè)。他說(shuō)，他只能指出他的“直覺，即應(yīng)該保持真實(shí)的課堂存在”，并強(qiáng)調(diào)教育工作者有必要批判性地檢查技術(shù)在哪些地方發(fā)揮了有用的教學(xué)功能，哪些地方?jīng)]有。）可知Gumbrecht認(rèn)為傳統(tǒng)的教室教學(xué)是有一定的教學(xué)優(yōu)勢(shì)的。故選C項(xiàng)。7．細(xì)節(jié)理解題。根據(jù)第三段“Yet,Gumbrechtallowsthat,forcoursesinwhichknowledgetransmissionisthesolepurpose,electronicmediaprobablycandothejobwellenough.（但是，Gumbrecht承認(rèn)對(duì)于傳遞知識(shí)是唯一目的的課程，電子媒體可以做到足夠好。）”以及“Indeed,giventhe20thcentury’sknowledgeexplosionandtheincreasingcostsofhighereducation,usingtechnologyasopposedtoreal-lifeteachersforthetransmissionofinformationisprobablyinevitable,headmits.（事實(shí)上，20世紀(jì)的知識(shí)爆炸，逐漸增加的更高的教育成本，用科技作為相對(duì)于真實(shí)生活的老師來(lái)傳遞信息可能是不可避免的。）”可知，D選項(xiàng)“鼓勵(lì)提出沒有可能答案的開放式問題”不包括在內(nèi)。故選D項(xiàng)。8．細(xì)節(jié)理解題。根據(jù)最后一段“Discussionsinthephysicalpresencehavethecapacityofbeingthecatalyst(催化劑)forsuchintellectualbreakthroughs.（現(xiàn)場(chǎng)討論能成為智力突破的催化劑。）”可知和別人現(xiàn)場(chǎng)討論可以產(chǎn)生一定的智力突破的能力。故選C項(xiàng)。9．A10．B11．B【分析】這是一篇應(yīng)用文。文章介紹了Cornell大學(xué)2021年預(yù)科暑期課程的一些基本信息。9．細(xì)節(jié)理解題。根據(jù)第四行“Three-weekSession1(June1-June17,2021)：Onlinecoursesonly(為期三周的課程1(2021年6月1日至6月17日):僅限在線課程)”可知，如果只有6月份有時(shí)間，可以選擇為期三周的課程1。故選A。10．細(xì)節(jié)理解題。根據(jù)倒數(shù)第四行“Ifyouprefer,orifyouron-campuscourseisnotconvertedtoanonlineoffering,youmayselectacoursefromthelistofpreviouslyscheduledonlinecourses.(如果您愿意，或者您的校內(nèi)課程沒有轉(zhuǎn)換為在線課程，您可以從先前安排的在線課程列表中選擇一門課程。)”可知，如果您選擇的課程因新冠疫情被轉(zhuǎn)換為在線課程，您可以選擇其他課程。故選B。11．細(xì)節(jié)理解題。根據(jù)最后一段“Whileweknowthereisnoreplacementforouron-campus,residentialexperience,thegoodnewsisthatallonlinecoursesareregularCornellclassesthatgiveyouachancetostudywithCornellfaculty(學(xué)院)，workalongsideundergraduates,earncollegecredits,andgetaheadstartonpreparingforcollegeapplications(雖然我們知道沒有什么可以取代我們的校內(nèi)住宿體驗(yàn)，但好消息是，所有的在線課程都是Cornell大學(xué)的常規(guī)課程，讓你有機(jī)會(huì)與在Cornell大學(xué)學(xué)習(xí)，與本科生一起學(xué)習(xí)，獲得大學(xué)學(xué)分，并在準(zhǔn)備大學(xué)申請(qǐng)方面有優(yōu)勢(shì)。)”可知，如果選擇在線課程，有機(jī)會(huì)和Cornell大學(xué)學(xué)生一起學(xué)習(xí)。故選B。12．C13．D14．B15．C【分析】本文是一篇說(shuō)明文。主要介紹了美國(guó)大學(xué)日益流行的CBE網(wǎng)課項(xiàng)目及其存在的爭(zhēng)議。12．細(xì)節(jié)理解題。根據(jù)第四段“CBEprogramshavemadeuseofmanynewtechnologies,especiallyinternetandonlinemedia.(CBE節(jié)目利用了許多新技術(shù)，特別是互聯(lián)網(wǎng)和網(wǎng)絡(luò)媒體)”可知，CBE項(xiàng)目對(duì)網(wǎng)絡(luò)媒體等信息技術(shù)有很大的依賴性。故選C。13．細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段“Hesaid,‘Youneedtoexplore,think...getshaken,haveaconversationandstruggle.Andthosethingstaketime.’(他說(shuō)，‘你需要探索、思考……被動(dòng)搖，交談，掙扎。而這些事情需要時(shí)間?！?”可知，JohannNeen認(rèn)為大學(xué)教育應(yīng)該激勵(lì)學(xué)生圍繞自己的專業(yè)進(jìn)行深入探索。故選D。14．推理判斷題。根據(jù)第五段“ButsomeeducatorshaveconcernsaboutthevalueoftheeducationthatCBEprogramsoffer.(但一些教育工作者擔(dān)心CBE課程所提供的教育價(jià)值)”及最后一段“InsteadofsupportingCBE，headds,policy-makersandeducatorsshouldlookforwaystoimproveaccessandreducecostsfortraditionalhighereducation.(他補(bǔ)充說(shuō)，政策制定者和教育工作者不應(yīng)該支持CBE，而是應(yīng)該尋找改善